By Martyn Hammersley (Ed.), Andy Hargreaves (Ed.)

First released in 1983. while first released this booklet was once one of many first collections of empirical study within the sector of the data transmitted in colleges and the responses of scholars to it. It comprises stories of the histories of specific university matters and of ways the information they embrace is gifted within the lecture room. realization can also be given to the results of gender stereotypes between academics and scholars, either on scholars’ number of classes to review and on their reactions to specific matters within the school room. the opposite significant subject during this assortment is the best way exterior examinations form the character of the varsity curriculum and the way it's taught. There are stories of the way students and lecturers adapt to the examination process, and of the way that approach and its function within the responsibility of faculties, have replaced in recent times. The articles gathered the following throw into reduction very important elements of what's taught in faculties, they usually do that at the foundation of an outstanding beginning of empirical examine.

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On the other hand, whereas Mr Davidson's students took a lively part, making suggestions and disagreeing, Mr Turner's manner of exposition did not invite participation: the content of Mr Turner's talk may have been critical of the politico-economic status quo, but it was Mr Davidson's students who were learning to enact a critical role. In other respects 28 Preparing to Write in Further Education too the two approaches were in contrast: Mr Davidson saw his task as the teaching of situated communication skills, whereas the written assignment that Mr Turner mentioned briefly seemed little more than an excuse for studying a topic that he felt to be important.

How was this subject identity expressed in the cultural life of the department? Even patterns of association within the staffroom revealed the English department's separate identity. At break and in the lunch hours, members of the department gathered in a different staffroom from the other teachers - in the 'quiet room', nominally set aside for marking books. Only a few other teachers ever spent much time there: the atmosphere was not particularly welcoming. Reasons given to me by English teachers for this separation included: 'The English department does more marking than other departments;' 'the head of department felt we should be able to discuss our work at any time and not have to call special meetings;' 'I like to read without being disturbed;' and an 40 English: A Curriculum for Personal Development?

During the research period, the English department at Crossley Hill consisted of seven teachers, of whom four could be defined as the core of the department, who shared most strongly a sense of subject identity. Despite the fact that two other key members including the Head of Department, Mr Anderson, had left the previous year, the strong sense of unity built up over several years persisted. Each teacher, of course, interpreted his or her relationship to the department, the pupils and the task rather differently, but the four core members, all men, had enough in common to form a distinct group.

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